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Direct linkLigia E. Gómez Franco; María Graciela Badilla-Quintana; Erin Walker; M. Adelaida Restrepo; Arthur M. Glenberg – First Language, 2025
We investigated whether congruent action while reading informational texts about physics improves science, technology, engineering, and math (STEM) vocabulary learning and reading comprehension. Second- and third-grade Spanish-speaking children (N = 216) were randomly assigned to one of five conditions implementing forms of Embodied-Action or…
Descriptors: STEM Education, Physics, Vocabulary Development, Reading Comprehension
